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Unit 3

TUTORIAL NOTES: Ethics Sign off & Action Plans, Progress and Feedback and Presentation Preperation

Tutorial 1:

Ethics Sign off & action Pans

Reflecting on ABAR Icebreakers in Tutorials – Starting the ARP Journey
Monday, October 14, 2025

Today’s tutorial was with my tutor, Catherine, and fellow student, Tommy, gave me the space to explore my thoughts on designing icebreakers for fostering belonging in my own tutorials. As someone who teaches Foundation art and design students, I’m constantly thinking about how to make my pastoral/academic tutorials more engaging and meaningful, especially within the constraints of an online setting.

The conversation was both reflective and practical, offering valuable insights into the challenges and opportunities of using creative methods to build connection and trust.

The Discussion

Catherine began by asking us a thought-provoking question:
“What does belonging mean in the context of a tutorial?”

This opened a broader conversation about the characteristics of a good tutorial and how we, as educators, can intentionally create spaces where students feel included and valued. Tommy shared his perspective, emphasizing the importance of structured activities to give tutorials focus, while I expressed my interest in creative, student-led approaches that lean into the artistic instincts of my cohort.

We also considered the constraints of online tutorials—time being the biggest challenge. Catherine encouraged us to think pragmatically:

  • What’s realistic within a 20-minute session?
  • How can we ensure students are comfortable engaging with the activity?
  • What should the balance be between icebreakers and the main discussion?

Ideas for Icebreakers

Building on this, we brainstormed a few potential approaches. Catherine suggested experimenting with different creative icebreakers and comparing their effectiveness over several tutorials. We discussed three options that felt particularly relevant to my context:

  1. Whiteboard Drawing Exercise:
    • Ask students to draw something that represents how they’re feeling about the course on a shared Teams whiteboard.
    • This could help students express emotions visually before verbalizing them.

Tommy raised a great point about this method: while it could encourage creativity, some students might feel hesitant or self-conscious about their drawing skills.

  1. Photovoice Method:
    • Students take a digital photograph that sums up how they’re feeling about the course or their work.
    • The photo serves as a springboard for discussion, encouraging more open and reflective dialogue.

Catherine highlighted that this method might be particularly effective for students who are less comfortable with drawing or speaking right away.

  1. Generative Drawing Exercise:
    • A more open-ended task where students create a quick sketch during the tutorial that allows them to think through their current emotions or experiences.
    • This could lead to deeper insights but might require more time than other methods.

Key Takeaways from the Tutorial

Through our discussion, I came away with several important considerations for my own practice:

  • Belonging Is Layered: It’s not just about what students do during the tutorial but how the structure and tone of the session make them feel. Icebreakers can be a tool for this, but they need to be thoughtfully integrated.
  • Time Is Precious: With just 20 minutes, every element of the tutorial needs to be intentional. A 5-minute icebreaker might feel rushed, so the activity needs to be simple yet impactful.
  • Not All Students Respond the Same Way: What works for one student may not work for another. Offering flexibility or alternative ways to participate could help ensure no one feels excluded.

Next Steps

Catherine helped to clarify a clear plan to test these ideas:

  • Trial each icebreaker over three tutorials and document how students respond.
  • Pay attention to both verbal feedback during the session and their body language or engagement levels.
  • Use a short, anonymous survey after each tutorial to gather additional insights.

We also discussed the importance of reading around these ideas to ground them in research. Catherine recommended focusing on three key areas:

  1. The role of belonging in pastoral tutorials.
  2. Best practices for online tutorials.
  3. Studies on icebreakers and their impact on connection and engagement.

Final Reflections

I left the tutorial feeling both inspired and slightly overwhelmed. There’s a lot to think about, but my tutorials are coming up soon so I’m excited to begin designing these icebreakers and seeing how they play out in practice. Catherine’s guidance and Tommy’s thoughtful input have given me a solid foundation to build on.

This process has reminded me that fostering belonging isn’t just a lofty ideal—it’s something we can actively design for, even in the small spaces of a 20-minute online tutorial.

Now, the work begins. Time to start trialing, observing, and refining!

I wonder what others favourite icebreakers are for online tutorials? I’d love to hear ideas and experiences from anyone who does.

Tutorial 2:

Progress and Feedback

Gaining Feedback After Tutorials – Reflections on Tutorial 2
Wednesday, November 6th, 2025

In my second ARP tutorial, I had the opportunity to reflect on progress and feedback with the progect, the challenges for me of gaining and analysing feedback from my own students. The session, led by Catherine, included discussions with fellow students Stephen and Liz. It was an insightful exploration of how we, as educators, can evaluate the impact of our teaching—especially in pastoral/academic tutorials—and to question how we might turn the ephemeral into something more concrete.

The Discussion

Catherine opened the session with a simple yet profound question that made me think about how I am starting my own:
“How can we help?”

This immediately directed the conversation toward practicalities: how to follow up and evaluate the methods we’re trialing in our tutorials. She encouraged us to think about evaluation as something that could be “small and slight,” especially during busy weeks, emphasizing that even minimal reflections or adjustments could yield some meaningful insights. This helps in the juggle.

Challenges of Feedback

I shared my frustration that many of my students weren’t responding to my post-tutorial surveys. Catherine and the group reassured me that this was a common challenge. We discussed how the distance of online surveys—sent out-of-class—might make the idea of belonging seem abstract or disconnected. Stephen suggested that gathering feedback within the tutorial itself, while the experience was fresh, might lead to higher engagement. This is likely very accurate, yet conflicts with the amount of time we have allocated in the tutorial.

Liz built on this, noting that we often focus too much on what we did during the session rather than what the students’ feedback is telling us about their experiences. This shift in perspective could open new ways of understanding the impact of tutorials.

Catherine encouraged me to write about the absence of feedback itself, reflecting on the reasons behind it and how it impacts my perception of the tutorial process.

Turning Ephemeral Moments into Concrete Evidence

A significant part of the discussion focused on how we might evaluate the intangible aspects of our teaching. Catherine posed thought-provoking questions:

  • How do we measure the impact of any teaching that we do?
  • How do we weigh the ephemeral moments that arise in pastoral tutorials?
  • What is the connection between these moments and a student’s sense of belonging or engagement?

We brainstormed several approaches to address these challenges:

  1. Visual Analysis of Icebreaker Outputs:
    • I could cluster and analyse the drawings my students created during their tutorials, paraphrasing the imagery and identifying themes that emerged.
    • This would allow me to focus on the meaning students made through the activity rather than on the method itself.
  2. Comparative Analysis:
    • Catherine suggested comparing my current tutorial experiences (on Teams) with those from pre-merger, when tutorials were held in-person. Only challenge here is accessing the data there.
    • This question came up more in relation to Liz’s project but I thought It would be interesting to document and think about in my context- How do the spaces we occupy—online versus studio environments—affect the quality and nature of discussions?
    • This could provide insights into the impact of virtual versus physical spaces on pastoral care.
  3. Reflective Practice:
    • Writing my own reflections on the feedback—or lack thereof—could serve as a form of evaluation.
    • I could certainly consider how my perceptions of the tutorials align with the small amount of feedback I’ve received and acknowledge the biases and limitations in working with such data.

Next Steps: Practical Adjustments

From the session, I gained several actionable ideas to implement:

  1. Gather Feedback in Real Time next time:
    I’ll explore incorporating quick feedback prompts directly into tutorials, perhaps as part of a closing activity next time perhaps. This could be as simple as asking students to write one word about how they felt or what stood out during the session.
  2. Documenting Visual Outputs:
    I’ll analyse the drawings and creative outputs from my tutorials, grouping and summarizing them to identify recurring themes. This will help me interpret the kinds of discussions students are engaging in and how they relate to belonging.
  3. Comparative Reflections:
    I plan to try to revisit records from in-person tutorials last year and compare them to my current online sessions if I can. It may not be possible- but if it were an option I am aware that this comparative analysis could reveal how changes in the format and environment influence the tutorial experience.

Key Takeaways from Tutorial 2

  • The Evaluation doesn’t Have to Be Big: Even small, reflective practices can provide meaningful insights.
  • Feedback Is Multifaceted: It’s not just about what students say but also about what their creative outputs and engagement levels tell us.
  • Spaces Matter: The environments we teach in—physical or virtual—shape the quality and nature of student interactions.

This tutorial left me with somewhat of a clearer sense of direction for evaluating my own tutorials. While it’s challenging to measure the intangible aspects of teaching, the tools and strategies discussed today have given me a stronger framework for turning those moments into something more concrete and actionable.

Tutorial 3:

Presentation Preperation

Preparing My ARP Presentation – Reflections on Tutorial 3
Wednesday, December 4, 2024

This week’s tutorial with Catherine, Nina, and Tommy was entirely focused on preparing for our presentation’s of our action research projects (ARP). In my prepertion of the presentation arorund fostering belonging in pastoral and academic tutorials – Catherine’s feedback was instrumental in helping me refine my slides, streamline my narrative, and align my presentation more closely with the assessment criteria.

I entered the session with a very rudimentary first/first draft of my slides—a version that leaned way too heavily on detail and complexity. Catherine’s advice encouraged me to simplify, focus, and clarify my approach, helping me identify what was working and what needed rethinking.

Clarifying the Approach

At the start of the session, I presented a long list of questions that had been weighing on my mind (I cant even remember all of them):

  • Does my presentation align with the assessment criteria?
  • Does the narrative flow logically?
  • Am I sufficiently addressing the social justice aspect of the project (LO1)?
  • Have I included enough references to ground my research?
  • Is there anything I’ve missed that could make the presentation more impactful?

Catherine responded with some appreciated practical guidance, pointing out the specific areas where I could improve and offering strategies to make the presentation more impactful and concise.

Key Feedback and Action Points

1. Simplify and Focus

Catherine reminded me of the mantra: Less is more.

  • Avoid duplication: I had unintentionally repeated some points across slides, which made the narrative feel cluttered.
  • Use fewer slides: The aim should be to keep the presentation concise and purposeful, allowing each slide to have clear intent.
  • Ensure clarity of order: A strong, logical flow is key to maintaining audience engagement.

2. Strengthen the Research Context

She also suggested expanding on the institutional context to frame my project:

  • Reference UAL’s strategy on student experience and wellbeing, particularly within the Foundation Diploma (FAD) context.
  • Include quotes or excerpts from institutional documents, such as the course handbook, to anchor the project within the wider institutional mission.

3. Deepen Focus on Belonging

I was encouraged to dedicate more space in my presentation to unpacking the concept of belonging:

  • Add a slide (or two) specifically defining belonging in pedagogy, supported by at least two academic references.
  • Discuss the significance of belonging in relation to pastoral care and student wellbeing.
  • Separate the research rationale from the methods section, giving both areas more depth.

4. Refine Methods and Findings

For each of the three methods (Photovoice, Metaphorical Self-Portrait, and ‘Stuckness’ Drawing), Catherine highlighted the importance of clarity and specificity:

  • Numbers matter: Be explicit about how many students participated in each activity and note any differences in their responses.
  • Crop and explain images: Use visuals effectively by zooming in on specific examples and explaining how they informed my findings.
  • Discuss individual examples: Highlight a specific image or drawing and the narrative behind it to illustrate key points.

5. Address Ethics Thoughtfully

The ethics slide needs to:

  • Detail how I obtained consent and ensured ethical considerations throughout the project.
  • Acknowledge how I managed potential biases in both the methods and data interpretation.

6. Findings and Reflections

Catherine suggested:

  • Use two slides to dive into specific findings, including detailed narratives around what students drew and how they described their experiences.
  • Acknowledge my own biases and limitations, particularly given the small sample size and the subjective nature of the methods.
  • Reflect on how my perception of the tutorials compares with the limited feedback I received.

7. Conclusion and Next Steps

Catherine emphasized the importance of concluding with a clear summary:

  • What have I learned from this project?
  • How will these insights influence my future teaching practice?
  • What do I plan to explore next in relation to belonging and inclusion?

Slide 1: Title Slide

  • Title: How Can Pastoral Tutorials Foster a Sense of Belonging in Foundation Art and Design?
  • Your name: Rebecca Brenda Harper
  • PgCert HE in Academic Practice, UAL
  • Date of presentation: [Insert date]
  • Visual: A relevant image symbolizing belonging or connection (e.g., an abstract representation of a classroom or community).

Slide 2: Research Context

  • Institutional Context:
    • UAL’s mission statement on student experience and wellbeing: “The course prides itself on supporting student wellbeing and fostering inclusion.”
    • Foundation Diploma (FAD) restructuring context: A merger, changes in staffing, and curriculum redesign influencing belonging.
    • Tensions between institutional goals and actual practices—highlight any observed dissonance.
  • References:
    • Include quotes from the course handbook or UAL strategy documents.
    • Example: “UAL aims to enhance student belonging through inclusive pastoral care.”

Slide 3: Research Rationale

  • Significance of Belonging:
    • Define belonging in pedagogy: Refer to key authors (e.g., Terrell L. Strayhorn or Vincent Tinto) who discuss belonging in higher education.
    • Why belonging matters in art and design education: Connection to creativity, mental health, and retention.
    • Social justice focus (LO1): Addressing inequalities in student experiences and fostering inclusion.
  • Visual: A diagram or infographic showing the connection between belonging, wellbeing, and learning outcomes.

Slide 4: Research Question

  • Full research question:
    How can the first pastoral tutorial of the term be structured to foster a sense of belonging and inclusion for students in foundation art and design?
  • Research Approach:
    • Aligning the methods with student learning styles (e.g., visual and creative approaches).
    • Combining reflective practices with participatory action research (PAR).
  • Visual: Include a creative visual (e.g., a mind map or flowchart) representing the connection between the research question and methods.

Slide 5: Research Design

  • Overview:
    • Participatory Action Research (PAR) approach.
    • Why PAR? Engages students as co-researchers in exploring belonging.
    • Focus on active and creative engagement (aligning with art and design pedagogy).
  • Process:
    • Iterative cycle: Plan → Act → Observe → Reflect.
    • Adapted methods to suit online tutorials (Teams platform).
  • Visual: A simplified version of a PAR cycle diagram.

Slide 6: Method 1 – Photovoice

  • Overview:
    • Students were asked to share a digital photo representing how they felt about the course.
    • Conducted with 7–9 students, one-to-one and in small groups.
  • Key Details:
    • Open-ended prompts encouraged personal interpretation.
    • Discussions centered on emotions, experiences, and aspirations.
  • Findings:
    • Examples of student responses:
      • Image of an empty desk symbolizing loneliness.
      • Nature scenes reflecting calm and creativity.
    • Visuals: Include 1–2 cropped examples of student photos with brief captions.

Slide 7: Method 2 – Metaphorical Self-Portrait

  • Overview:
    • Students created a self-portrait representing their identity or feelings about the course.
    • Conducted with 8 students, one-to-one and in small groups.
  • Key Details:
    • Prompts included: “How would you visually represent yourself in this moment?”
    • Encouraged metaphorical and abstract thinking.
  • Findings:
    • Examples of student responses:
      • A fragmented face symbolizing uncertainty.
      • A colorful pattern reflecting optimism.
    • Visuals: Include 1–2 examples of cropped drawings with brief explanations.

Slide 8: Method 3 – ‘Stuckness’ Drawing

  • Overview:
    • Students were asked to draw a visual representation of a time they felt “stuck” during the course.
    • Conducted with 6 students, one-to-one and in small groups.
  • Key Details:
    • Prompts included: “What does being stuck look or feel like to you?”
    • Allowed students to reflect on challenges and share personal experiences.
  • Findings:
    • Examples of student responses:
      • A maze representing confusion.
      • Heavy lines symbolizing pressure.
    • Visuals: Include 1–2 examples of cropped drawings with captions.

Slide 9: Ethics

  • Consent:
    • Obtained informed consent before tutorials.
    • Explained how data (photos and drawings) would be used and anonymized.
  • Managing Bias:
    • Reflected on my role as both tutor and researcher.
    • Ensured students felt comfortable and supported throughout the process.
  • Visual: A flowchart showing the ethical considerations process.

Slide 10: Findings

  • Key Themes:
    • Belonging is tied to emotional expression and identity.
    • Visual and creative methods allowed for deeper student engagement.
  • Examples:
    • Highlight a specific drawing or photo and discuss the associated narrative.
    • Student quote: “This drawing represents how lost I felt at first, but now I feel more grounded.”
  • Acknowledging Limitations:
    • Small sample size and limited survey responses.
    • Bias in interpreting visual data.

Slide 11: Questionnaire Feedback

  • Overview:
    • Anonymous survey conducted post-tutorials.
    • Three responses received—highlight specific feedback:
      • “The drawing exercise made me think differently about my experiences.”
      • “I would like more time for reflection.”
    • Reflections on the lack of responses and potential reasons (e.g., survey fatigue).
  • Visual: A simple chart summarizing survey themes.

Slide 12: Conclusion

  • Key Learnings:
    • Creative methods (Photovoice, Metaphorical Self-Portrait, Stuckness Drawing) can foster belonging but require time and thoughtful facilitation.
    • Importance of aligning research methods with student learning styles.
  • Next Steps:
    • Explore scaling the methods to larger groups.
    • Further refine ethical considerations and feedback mechanisms.
    • Continue researching belonging in art and design education.
  • Visual: A forward-looking image (e.g., an open door symbolizing opportunity).

Key Takeaways from the Tutorial

This session left me with a clearer direction and actionable steps to improve my presentation. Catherine’s feedback reinforced the importance of:

  • Simplicity: Avoiding overcomplication and ensuring a clear, logical narrative.
  • Grounding in Context: Using institutional and academic references to strengthen the presentation.
  • Clarity and Depth: Providing specific examples and thoughtful reflections to engage the audience.

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